Gjyn O’Toole & Elelwani Ramugondo (2018). Occupational Therapy and Spiritual Care. In: Carey, L.B. & Mathisen, B.A. Spiritual Care for Allied Health Practice: A Person-Centered Approach (Chapter 4: pp: 66-93). London: Jessica Kingsley Publishers [ISBN 9781785922206]. DOI10.4225/22/5ae178428074dSummary: This chapter consolidates the important points of the discussion about spirituality. It considers the inclusion of both spirituality and religious beliefs of individual people to be an essential component of OT practice. It presents results of relevant research identifying both barriers to implementing spiritual care in OT practice and how to overcome these. The chapter also considers the role of occupational therapists relating to spiritual care, suggesting possible ways to include it in everyday practice. This chapter indicates the benefits of including the notion of spirituality into OT training programs throughout the world.
Occupational therapists are skilled in assisting individuals to participate in meaningful occupation and do this by completing an occupational analysis, which is also referred to as occupational analysis. Occupational therapists may undertake a bathing assessment with a person to determine their level of independence in this occupation, and to identify if equipment or assistance is needed. Typically, occupational therapists assess physical environments concerned with bathing, and may neglect other equally relevant contexts that affect occupational performance, such as spirituality, cultural values, social demands and institutional requirements. Analyzing occupations is complex and there is a dynamic relationship between the occupation, the individual and the relevant contexts affecting occupational performance. Finally, the physical context is frequently the focus of occupational therapy; however, in the occupational analysis model this concept is extended beyond the physical built environment to encompass natural and temporal environments.
Upon completion of this chapter, the reader will be able to define and differentiate between task analysis, activity analysis and occupation analysis, identify how occupational therapists can use occupation analysis, and identify factors to consider when conducting an occupation analysis.
Objective Fieldwork experience is a significant component of many health professional education programs and affects future practice for graduates. The present study used self-reported student data to produce a profile of undergraduate student placement experiences. Methods Cross-sectional surveys exploring placement location, setting and client types, models of supervision, interventions and financial costs were completed by students following each placement. Data were analysed using descriptive analysis. Results Placements were predominantly conducted outside capital cities (69.8%; n=184), with 25.8% (n=68) in rural settings. Students experienced predominantly public health in-patient settings and community settings, with only 15% experiencing private settings. Conclusions The placement profile of undergraduate occupational therapy students appeared to be consistent with workforce reports on occupational therapy professional practice. What is known about the topic? Fieldwork experienced by health professional students is critical to preparing new graduates for practice. Although the World Federation of Occupational Therapy provides guidance on what is required for occupational therapy fieldwork experience, little is known about what students actually experience during their fieldwork placements. What does this paper add? The present study is the first to document the range of fieldwork experienced by occupational therapy students in one program over 1 year, and provides the basis for comparison with other occupational therapy programs, as well as other disciplines nationally and internationally. What are the implications for practitioners? Occupational therapy students experienced few opportunities in private practice or speciality services, and had mostly one-on-one supervision. To provide a future workforce that is able to address the changing health system, it is vital that students are exposed to a range of fieldwork experiences and supervision styles that replicate the demands of future practice.
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